Sexual cultures

2018 ◽  
pp. 269-336
Author(s):  
Thomas J. Gerschick
Keyword(s):  
Author(s):  
Clare Sheasgreen

Existing literature on the topic of sport and masculinity has suggested that male varsity athletes model more hegemonic masculine norms (Messner, 2002). In fact, athletic participation has been found to be a predictor of misogynistic and homophobic attitudes (Steinfeldt et al., 2011). It has been argued that these attitudes are further enforced by the fact that the social power possessed by male athletes receives institutional support, which can in turn influence the social and sexual cultures on university campuses (Sanday, 2007). Contact team sports have a reputation for reinforcing hegemonic masculinity more than other sports do (Messner, 2002). Rugby is a particularly aggressive and male-dominated sport (Maxwell & Visek, 2009), however the majority of studies on varsity athletics and masculinity use data from American colleges and focus on contact sports that are historically more prominent in North America such as football and hockey (Steinfeldt et al., 2011; Messner, 2002; Boeringer, 1996). I hope to add to the existing body of research by focusing exclusively on rugby at a Canadian University. To do so, I will conduct interviews with 5 men who are current players on the Queen’s varsity rugby team. I will perform a content analysis on the transcripts of the interviews to assess how male varsity rugby players at Queen’s University understand and express masculinity. I intend to distribute my findings to Queen’s athletic administrators and rugby coaching staff. The findings may contribute to leadership training that addresses gender issues in athletics at Queen’s.


2006 ◽  
Vol 1 (1) ◽  
pp. 17-36
Author(s):  
Judith Allen

Abstract Histories of feminism since the 1970s have generally observed national and regional boundaries. In view of the international character of women's movements in western countries since the last quarter of the nineteenth century, the neglect of comparative approaches has been unfortunate. The outcome is parochialism and inwardness, as feminist historians evaluate feminists of the past according to current preoccupations, in a cycle of identification and repudiation. An Anglo-American hegemony in the field is identified as is the consequent and pervasive “Northern Hemispherism” it ordains (notwithstanding an almost invariable omission of Canadian feminist experience). Advantages of comparative, international approaches to the history of feminism are not confined to the virtues of representativeness and comprehensiveness. Rather, major causal and chronological schema generalised from Anglo-American experience stand to beproblematised and revised in more useful directions. Most significantly, comparative studies of feminism permit due recognition of the fact that feminism emerged relatively contiguously across western countries in response to relatively common international characteristics of transformations in sexual patternings and sexual cultures.


Author(s):  
Stacy I. Macías

Latina butch/femme literatures and cultural productions are essential components of the lesbian, gender, queer, and ethnic literary canons of the late 20th century. While butch/femme—a term that references particular lesbian sexual cultures and queer female gender practices—emerged within working-class and lesbian-of-color communities roughly in the 1940s, Latina lesbians in the 1980s and 1990s began to use the anthology form to pronounce boldly how their lesbian sexualities, erotic desires, and alternative gender expressions mutually informed their racial, ethnic, and class-based identities. While anthologies created the space to engage butch/femme and its racialized class meanings of butch/femme, the growth in women of color feminist theories further catalyzed writers to contextualize their earlier provisional embrace of Latina butch/femme, which feminist, lesbian, and ethnic nationalist ideologues variously derided. Still, while Latina lesbian cultural production and literary output increased, engagements with butch/femme were veiled, with some accounts paralleling the larger social unease with what many believed enforced the reproduction of oppressive heterosexual dynamics. While photographic images indelibly document the ubiquity of butch/femme lived practice, the literary archive of explicitly imagined and referenced Latina butch/femme is limited, and its overall force lies in its suggestive discursive qualities and a late 20th century iconic set of authors with which it is associated. Key writers of the period tended to meditate extensively on Latina butch gender and sexuality concerns, while it was not until the turn of the 21st century that the Latina femme garnered the same in-depth critical treatment. The decoupling of butch/femme also enables an expansion of discrete critical and creative femme and butch offerings, while writers settle into unequivocally evoking the erotic grammars of butch/femme gender and sexuality in forms of poetry, novel, and film.


1997 ◽  
Vol 45 (4) ◽  
pp. 576-590 ◽  
Author(s):  
Chris Haywood ◽  
Máirtín Mac an Ghaill

The academic representation of social transformation in Britain has underplayed the key contribution of sexual politics. More specifically, sociological accounts of changing social relations within institutional sites has served to make invisible sexual identities. From research on a Modern Apprenticeship in the mid 1990's, empirical material is used to make visible male sexualities within Further Education. Importantly, we suggest that in order to capture the dynamics of the interplay between labour process restructuring and regendering, there is a need to refocus upon sexual cultures. In this local site, currently experiencing rapid institutional changes in training practices, a range of young male sexual cultures are identified. With reference to institutional spaces and micro-cultural relations, we illustrate how these sexual cultures construct themselves through sexual difference. Finally, we also consider the importance of sexual knowledges in young people's post-16 education and training.


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